Métricas alternativas
Keywords
Artificial intelligence
Higher Education
Critical Thinking
Teaching Model Tecnología Educativa
Inteligencia Artificial
Educación Superior
Pensamiento crítico
Modelo didáctico
How to Cite
Abstract
This article presents a didactic model to facilitate the development of critical competence in university students through the use of generative artificial intelligence (GAI) chatbot tools. It is theoretically based on contemporary definitions of critical thinking, its learning process and effective teaching strategies. The model is configured by six dimensions that students have to develop in the completion of AI-supported learning tasks: Interrogation, Comparison, Critical Dialogue, Verification, Personal Re-elaboration and Reflection. An example of its implementation is presented in a case developed at the University of La Laguna (Spain). For its analysis, the proposed learning tasks are described and data on the opinion of the participating students was collected through a questionnaire of closed and open questions. It is concluded that the proposed model offers a structured guide for the critical use of AI by students in the execution of learning tasks and it is suggested to obtain further empirical evidence of its performance by implementing it in new university contexts.
References
Area, M. y Adell, J. (2021). Tecnologías digitales y cambio educativo. Una aproximación crítica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 83-96. https://doi.org/10.15366/reice2021.19.4.005
Area-Moreira, M. (2025). Luces y sombras de la IA en la Educación Superior. Didáctica para el pensamiento crítico. Repositorio de la Universidad de La Laguna, RIULL. https://riull.ull.es/xmlui/handle/915/40470
Chan, T., & Tsi, J. (2023). Human vs AI in the Classroom: A Comparative Study. Journal of Educational Technology. https://jetjournal.org/human-vs-ai
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278. https://ieeexplore.ieee.org/document/9069875
Chiappe, A ; Sanmiguel, C y Sáez, F. (2025). IA generativa versus profesores: reflexiones desde una revisión de la literatura. Pixel-Bit. Revista de Medios y Educación, 72, 119–137. https://doi.org/10.12795/pixelbit.107046
Dwyer, M. ; Laird, E. (2024). Up in the Air Educators Juggling the Potential of Generative AI with Detection, Discipline, and Distrust. Center for Democracy & Technology (CDT), 2024 https://cdt.org/wp-content/uploads/2024/03/2024-03-21-CDT-Civic-Tech-Generative-AI-Survey-Research-final.pdf
Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165-184. https://doi.org/10.1007/s11245-016-9401-4
Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment. https://www.academia.edu/download/71022740/what_why98.pdf
Fundación CYD (2025). Inteligencia artificial y universidad: Uso y percepción de la IA en el entorno universitario. Fundación Conocimiento y Desarrollo https://www.fundacioncyd.org/wp-content/uploads/2025/05/PUBLICACION-Inteligencia-Artificial-y-universidad-8MAI.pdf
Halpern, D. F. (2019). Thought and Knowledge: An Introduction to Critical Thinking. Psychology Press.
Hamilton, I. (2024). How AI is Changing Academic Integrity in Schools. Forbes. Disponible en: https://www.forbes.com/advisor/education/it-and-tech/artificial-intelligence-in-school/
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign. Disponible en: https://curriculumredesign.org
Hutson, J. (2024). Rethinking Plagiarism in the Era of Generative AI. Journal of Intelligent Communication, 4(1), 20–31. https://doi.org/10.54963/jic.v4i1.220
Karkoulian, S., Sayegh, N. & Sayegh, N. (2024). ChatGPT Unveiled: Understanding Perceptions of Academic Integrity in Higher Education - A Qualitative Approach. Journal of Academic Ethics. https://doi.org/10.1007/s10805-024-09543-6
Kumar, R., Eaton, S.E., Mindzak, M., Morrison, R. (2023). Academic Integrity and Artificial Intelligence: An Overview. In: Eaton, S.E. (eds) Handbook of Academic Integrity. Springer, Singapore. https://doi.org/10.1007/978-981-287-079-7_153-1
Lai, E. R. (2011). Critical thinking: A literature review. Research Report. Pearson. https://www.researchgate.net/publication/297782058_Critical_thinking_A_literature_review
Liang, W. (2023). Towards a set of design principles for technology-assisted critical-thinking cultivation: A synthesis of research in English language education. Thinking Skills and Creativity . 47, March https://doi.org/10.1016/j.tsc.2022.101203
Liang, W. and Wu, Y. (2024) Exploring the use of ChatGPT to foster EFL learners’ critical thinking skills from a post-humanist perspective. Thinking Skills and Creativity 54, December https://doi.org/10.1016/j.tsc.2024.101645
Lo, C.K. (2023). What is the impact of ChatGPT on education? A rapid review of the literatura. Education Sciences, 13 (4) (2023), p. 410 https://doi.org/10.3390/educsci13040410
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2018). Intelligence Unleashed: An Argument for AI in Education. Pearson Education.
Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson Education, Inc. Illinois
Pérez Gómez, A. I. (2012). Educarse en la era digital. Morata, Madrid.
Pérez Gómez, A. (2024). La revolución pedagógica de la IA educativa. Márgenes: Revista de Educación de la Universidad de Málaga, 5 (2) págs. 220-235 https://doi.org/10.24310/mar.5.2.2024.20485
Raman, R; Mandal, S.; Das, P.; Kaur, T. Sanjanasri, J. y Nedungadi, P. (2023). University students as early adopters of ChatGPT: Innovation diffusion study. Research Square, https://doi.org/10.21203/rs.3.rs-2734142/v1
Suriano, R.; Plebe, A.; Acciai, A. and Fabio, R.A. (2025). Student interaction with ChatGPT can promote complex critical thinking skills. Learning and Instruction, 95 https://doi.org/10.1016/j.learninstruc.2024.102011
Wilson, Thomas D. (2025). The Development of Policies on Generative Artificial Intelligence in UK Universities. IFLA Journal. https://doi.org/10.1177/03400352251333796
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. http://dx.doi.org/10.1207/s15430421tip4102_2
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2026 Pixel-Bit. Media and Education Journal